Cognitive Flexibility IEP goals for high school (grades 9 to 12)
23 of the cognitive flexibility templates in the library are written for high school (grades 9 to 12). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
23 templates · 1 skill · 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Cognitive Flexibility Executive Function
Switch to a different strategy when the first one does not work
Switching strategies when stuck
By the annual IEP review date, when a first problem-solving strategy does not work on a math or puzzle task, the student will switch to a different strategy from a taught list (draw it, use a smaller example, use manipulatives, or ask a peer) and keep working independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Accept a group decision or compromise and continue the activity
Accepting others' ideas and rules
By the annual IEP review date, during cooperative group work when the group chooses an idea that is not the student's, the student will accept the group's choice by saying an accepting or compromise statement and continuing the activity independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly during scheduled group activities.
Begin revising work after corrective feedback
Recovering after errors or corrections
By the annual IEP review date, after receiving corrective feedback that an answer or piece of work needs to be changed, the student will begin revising or correcting the work independently within 60 seconds, on 4 of 5 consecutive observed opportunities, as measured by latency recording collected twice weekly.
Accept a change in seat, group, or partner
Accepting seating and grouping changes
By the annual IEP review date, when a new seating chart or group assignment is announced, the student will move to the new seat or group and begin the activity within 2 minutes independently in at least 4 of 5 opportunities, across 5 consecutive opportunities, as measured by direct observation collected each change and summarized monthly.
Make the changes requested in feedback on a draft
Revising work based on feedback
By the annual IEP review date, given written feedback with three or more specific requested changes on a draft, the student will make the requested changes in the next version independently with at least 85% accuracy on feedback items addressed, on 3 consecutive revised drafts, as measured by work-sample analysis collected each revision cycle.
Shift from a preferred topic when the activity moves on
Shifting from a preferred topic
By the annual IEP review date, when the teacher or a peer changes the topic during a lesson or conversation, the student will respond to the new topic and keep talking about it for the rest of the activity independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during one activity and summarized weekly.
High school cognitive flexibility goals point toward life after school: independence, self-advocacy, and skills used in courses, jobs, and the community. Conditions name realistic materials and settings, and many goals are written so the student collects part of the data.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 16 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 5 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 1 goal here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 1 goal here
Frequently asked questions
How do cognitive flexibility goals connect to transition planning in high school?
Annual goals should support the student's measurable postsecondary goals for education, employment, and independent living (34 CFR 300.320(b)). A skill goal can be written in the context of a course, a job site, or a daily living routine.
Can a high school student help write their own goals?
Yes, and the student must be invited to IEP meetings where transition is discussed. Student-chosen goals with self-monitoring tend to be measured more consistently.
How are high school goals measured when the student has many teachers?
With work samples, percent of assignments completed, rubrics, or self-monitoring checklists reviewed weekly by the case manager. The goal should say who records the data and where.
IEP Atlas Pro
Turn these goals into progress reports
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.